Racism in Institutions or Institutionalized Racism

The U.S. Department of Justice has changed its guidance on race and admissions policy in school (link here). I've quoted important sections of the DOJ's letter below. My reactions to the new DOJ policy are in blue.

December 2, 2011
Dear Colleague:
     Today, the United States Department of Education (ED) and the United States Department of Justice (DOJ) are jointly issuing guidance that explains how educational institutions can lawfully pursue voluntary policies to achieve diversity or avoid racial isolation

Achieving "diversity" and avoiding "racial isolation" are not enough of a social good to justify usurping the people's individual rights, especially the right of free association implicit in  the First Amendment.   Even the United Nations agrees--article 15.1 of the Rights of the Child recognizes the student's rights to free association. Free association means I, not my educational institution or the federal government, choose my own company.

within the framework of Titles IV and VI of the Civil Rights Act of 1964, the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution, and current case law....

All of these laws were made to reinforce individual rights, not affirmative action programs favoring certain racial groups. Ironically, the Fourteenth Amendment to the U.S. Constitution, a reinforcement of the First Amendment, (again) implicitly recognizes the right to free association. According to the Legal Information Institute at Cornell University Law School, the "government may also, generally, not compel individuals to express themselves, hold certain beliefs, or belong to particular associations or groups." (italics mine)

A color-blind society is the long-term goal, but the DOJ is going in the opposite direction.

The Race--Father versus Son

This race took place, seven years ago, when I had a chance at beating my athletic son.

My son W and I ran a race together called the Dipsea, a tortuous, seven-mile climb and descent over a mountain, ending at the ocean. 

Running a practice Dipsea a month earlier, I found that the mountain laughs at you. “You thought that incline was hard? Try this one! And you better pay attention to these treacherous tree roots and the poison oak in the valley.” Unlike most cross-country contests, though, this race uses handicaps developed from a long history of running performances. W, age thirteen, started a few minutes ahead of his 43-year-old father. Since W had just completed a season of soccer, and I was always the last one picked for anything when I was a kid, I didn’t consider the handicapping fair in our individual case. Still, I had trained on rocky hills more than W and could outrun him going straight up on the trail. He was much stronger than me on flatter sections, however.

Watching W explode off the start line at the shriek of the starting whistle, I told myself that I would not see him again until the end of the race. But it would be sweet to beat W, a natural athlete. When my group’s whistle sounded a short time later I forgot about my fantasy. I needed to pay attention to slippery stairs. 

I wanted to get in a running groove. I was too absorbed in maintaining my balance on a precipitous descent nicknamed “Suicide.” My legs were hurting too much climbing out of steep ravines, listening to other runners gasping for breath.

As I ascended, a quarter mile from the peak, close to the halfway point, I suddenly saw him. He was walking. I caught up to him in a very steep section where we both had to walk. “W, are you OK?” “No, I feel sick. I think I’m dehydrated.” “What? Why didn’t you bring water? Here, drink mine.” W quickly gulped down the warm water. His pained expression relaxed. We walked together for another minute, and the trail flattened out somewhat. “I feel better now. Thanks Pops!” He slapped me on the butt and took off. I ran after him. We hit the last uphill section, and I accelerated. “See you later,” I jeered as I passed him, and we started a long downhill section. I’ve got to get way ahead of him now, I thought, or he’ll outrun me near the end where it’s flat. I pushed harder. After two miles I was 50 yards ahead of him when, oh no, a traffic jam of fat walkers clogged the narrow trail. I couldn’t get by and had to walk with them until the trail allowed room to pass. Before long, W was right in back of me again. The trail broadened and we both picked up the pace on a curvy and flat last mile. 

I maintained a lead of five yards. As we rounded the last curve, 200 yards before the ocean-side finish, we passed a line of spectators. I heard a voice yell, “Go Mike!” and a second later, “Go W! Beat your dad!” I wasn’t going to be a good father and let him win. I was sprinting, giving the race everything I had left. Beating W would make up for all the times the kids laughed as I struck out, all the times I missed the critical free throw, all the times the grammar school teachers put me in the “special” PE class. “Go Mike! Go Mike!” I heard from somewhere. Twenty yards from the finish line, my insides couldn’t take the pounding anymore. I slowed down and motioned for W to pass. The crowd roared. What a nice, giving father!

Race and Cultural Sensitivity in the Public Schools

California schools are witnessing an influx of Latino students, predominantly from Mexico. According to the Federal Department of Education, Latino students are now the majority ethnic group in California public schools. (Link here.) Teachers and administrators want to engage these students and make them feel welcome and valued, aiming to increase their academic performance. What is the best strategy to get “buy in” from these students?

Many believe that cultural awareness and sensitivity will increase participation of these students. Administrators believe, and I write “believe” on purpose, that if school staff demonstrates interest in Latino themes, these students will reciprocate by getting more involved in school activities, completing homework, pushing for parental involvement in PTA, and participating in athletics and clubs. This belief by administrators translates into assemblies highlighting famous Latinos, observation of holidays on the Mexican calendar, and celebration of Latino food, art, and music.

While I also believe that cultural awareness is useful and an important part of secondary education, increasing connection for all those in our community, dissuading students from holding ethnic stereotypes, and reinforcing the curriculums of world history, government, languages, art, and music, I do not believe it will achieve its stated purpose—to increase this population’s interest in school activities. Assuming that other groups, African-Americans, Native-Americans, Asians, Whites, Muslims, Jews, etc. do not react negatively to the lack of attention for their cultural heritage, will Latino cultural activities raise school grades and test scores?

Some empathy about what it is like to be a minority student may show whether these programs will work. As a Jewish kid in a lily-white suburb, I felt that students did not understand my background and culture. Would I have felt more at home if all attended school assemblies describing the achievements of Albert Einstein, Jonas Salk, and Levi Strauss? Would I have felt more connected to my school if they made everyone watch Roman Polansky movies, listen to Simon and Garfunkle, and attend a bagel fest? The answer to these questions, of course, is no. I felt less connected to my school, not more, when I was embarrassed by being asked to bring in a few Hanukkah songs to balance the Christmas concert play list.

There is a better way to connect kids, all kids, to school activities. Teachers can and should make one-on-one connections to students, inspiring students to work harder, apply to college, and join clubs, student government, and athletics. More often than not, these connections make the difference. Many successful minority students say that an inspiring mentor catalyzed their performance. Why not ask teachers to increase their efforts to make a connection with Latino kids? If lack of connection is not the problem; instead, blatant racism is turning off Latino students, administrators can facilitate small group discussions with Latino parents and students and school staff. Administration can then take necessary action. Most of the time, however, the problem can be alleviated by a closer teacher-student relationship.